Abstract:

The need to stay at home due to the pandemic has changed educational systems, which have necessitated a change in design strategies for academic activities at home. The presence of negative emotions such as disappointment as a result of these changes has been observed(Barba,2022). To counter this phenomenon, higher levels of curiosity and pleasure as well as lower levels of stress can be attained when technologically advanced learning environments are designed according to the value of learning tasks and learners' subjective control (Loderer, Pekrun ve Lester, 2018). Also, it has been seen that the existing literature lacks studies that evaluate both online learning and emotion for Gifted Student(GS). The aim of this study is to determine suggestions for instructional methods and the design of online learning environments(OLE) based on the emotions GS experience in online programming language learning(OPL):
1. What emotions do GS experience during OPL?
2. What attributes does an OLE have that considers interaction between GS and the learning environment in an emotional context?

Design Based Research model was used to answer the research questions. The implication was run over a 5-week period as one pilot and two loops.The study group consists of 46 GS age of 10-14. The data were collected by using The Geneva Emotion Wheel (Scherer,2013), Form of emotions in OLE, video records,semi structured interview forms. The data were collected three times(before,during and after the lesson)to determine which emotion GS were experiencing at what intensity and why?

To ensure the credibility and consistency of the results,two researchers worked together on the coding and interpretation, after conducting content analysis.
The study shows that most of the students said that they didnot experience any emotion before the lessons.They indicated that they were experiencing negative emotions (sadness,anger,hate) regarding online learning. They stated that they felt this way because they spent a significant portion of their time attending online lessons.Giving tasks as a teaching method was observed to give students a high intensity of happiness,curiosity and excitement.

It was also observed that the completion of tasks lead students to feel happy,pleasure,relief and pride. Though some students generally felt anger during the online lesson they expressed that they felt happiness when they can interact in online environments.All of the students expressed boredom,anger,rage when the teacher gave a clue.It was noticed that there were differences in the students' emotions according to the features of OLE. Positive emotions (happy,excitement,fun) were used to describe behaviours regarding the interactive features of OLE(when share their own screen, use emoji etc.) whereas the students expressed intense negative emotions (confusion,sadness,anger and boredom) as well as a decrease in their happiness and excitement when the teacher limited the interactive features of the OLE(not being allowed to use the chat,not being authorized to unmute yourself, being muted by the teacher)
Students indicated that they felt very intense boredom when the teacher gave lectures with their camera off or when they mute during activities.

In conclusion, it was seen that the engagement as well as happy,excitement,curiosity, pride of GS’s could be increased when they are allowed to interact with the OLE, given tasks are unstructured and difficult and under minimal intervention by the teacher.

Keywords:

Online learning environments, emotion, gifted student.